Department of Education, Chung-Ang University, Seoul, 06974, Republic of Korea.
BMC Med Educ. 2022 Mar 4;22(1):146. doi: 10.1186/s12909-022-03209-w.
To become a good doctor, developing a professional identity is as important as having the right knowledge and skills. Great attention has been given to professional identity in medical school because it plays an important role in the transition from student to doctor. Nonetheless, the necessity of acquiring a tremendous amount of knowledge and skill during medical school training does not create sufficient opportunities for students to develop their professional identities. Thus, this paper pays careful attention to how students' learning experiences in medical school affect this development. The research questions are as follows. 1) How do medical students' perceptions of doctors change or strengthen after entering medical school in the process of professional identity development? 2) What kinds of knowledge have medical students accumulated while attending medical school? How do their learning experiences affect professional identity development? 3) What is a doctor's role and the career's meaning to medical students, and what understanding does this awareness bring to their learning experiences and lives as future doctors?
In-depth semi-structured interviews were conducted with 20 Korean students in their fourth year of medical school; all had more than one year of experience in clinical settings. The students' learning experiences and professional identity development were used to analyze the data using inductive thematic analysis.
When students first entered medical school, they perceived their identities as "given to" them by society. However, various learning experiences during the medical school years affected them, causing them to think about becoming a doctor according to their own perceptions and the meaning of becoming a doctor in the profession. Although an isolated medical community and a competitive student culture hindered them from searching for their professional identities, informal learning experiences, including active interaction with patients, senior doctors, and others outside the medical community, enabled them to develop their professional identities. The medical students experienced a conflict between individual and professional values as they considered what kind of doctor they would be in the future.
The findings noted in this study extend the understanding of professional identity and informal learning experiences in medical school.
要成为一名优秀的医生，培养专业认同感与掌握正确的知识和技能同样重要。医学院非常重视专业认同感，因为它在学生向医生的角色转变中起着重要作用。然而，医学院培训期间需要掌握大量的知识和技能，这并没有为学生提供足够的机会来发展他们的专业认同感。因此，本文关注的是学生在医学院的学习经历如何影响这一发展。研究问题如下。1）在专业身份发展过程中，医学生进入医学院后对医生的看法如何改变或加强？2）医学生在医学院积累了哪些知识？他们的学习经历如何影响专业身份的发展？3）医生的角色和职业对医学生意味着什么，这种意识对他们作为未来医生的学习经历和生活带来了什么理解？
对 20 名韩国四年级医学生进行了深入的半结构化访谈；所有学生都有一年以上的临床经验。使用归纳主题分析方法分析学生的学习经历和专业身份发展的数据。
学生刚进入医学院时，认为自己的身份是社会赋予他们的。然而，医学院年的各种学习经历影响了他们，使他们根据自己的认知和职业中成为医生的意义来思考成为医生的问题。尽管孤立的医疗社区和竞争激烈的学生文化阻碍了他们寻找自己的专业身份，但非正式的学习经历，包括与患者、上级医生和医疗社区以外的其他人的积极互动，使他们能够发展自己的专业身份。医学生在考虑未来成为什么样的医生时，经历了个人价值观和职业价值观之间的冲突。
本研究的结果扩展了对医学院专业认同感和非正式学习经历的理解。
